FACTORS AFFECTING LOW PERFORMANCES OF GRADE 11 STUDENTS

OF SOUTHVILLE 5-A INTEGRATED NATIONAL HIGH SCHOOL IN MIDDLE TERM

OF GENERAL MATHEMATICS IN THE A.Y. 2017-2018

Baldomino, Ednalyn, Mabanta, John Dave L., Malabanan, Sunshine V., Obsangga, Joel,
and Reduta, Aizamae R.

Senior High School Dept., Humanities and Social Sciences

Southville 5-A Integrated National High School

A Research Submitted for the Requirement of Inquiries, Investigation and Immersion

December 2017. Approved by: MRS. ROSS ANGELINE G. LUMBRIA
Subject Facilitator/Research Adviser

INTRODUCTION

The Philippines is among the last countries in the world to adapt a model of pre-
university program and basic education, which is different from 10 years curriculum but
requires 13 years, through Republic Act 10533, also known as the Enhanced Basic
Education Act which was passed on May 2013 (Orale & Sarmiento, 2016). This is
because of the 13-year pre-university cycle is found to be the "best period of learning"
(https://www.deped.gov.ph/k-to-12), and is in accordance to global standards and
international practice. There is also the needed overhaul in education system to have
long-term solution for the problems on our national achievement in education

The curriculum should enable learners to acquire technical skills and knowledge,
one of which should not be ignored is the Core Curriculum. Both specialized and
applied subjects on Senior High School are fundamental and required to the special
strand of which track the students have chosen. But core subjects are basic knowledge
for Senior High School in which students would apply their various skills in Languages,
Literature, Communication, Philosophy, Natural Sciences, Social Sciences, and
Mathematics.

Mathematics is considered to be the "mother of learning in both arts and sciences"

(Andaya, 2014). Mathematics is not just a tool for computation but necessity itself for
people to be successful in life and to survive in daily life. Despite its usefulness, there
are factors to which the curriculum resolves, that still adversely affect the student's
ability to understand and apply Mathematics concepts. This puts Mathematics education
in the Philippines as one of the priority concerns of the Department of Education
(DepEd) while the dismal state of mathematics achievement of high school students is
evident in the results of international, national and regional mathematics tests (Abas-
Mastura, Imam & Jamil, 2013).

Leongson (2003), as stated by Andaya (2014) reveals that Filipino students excel
in acquiring knowledge but fare considerably low in lessons which require higher order
thinking skills, which is evident in the performance of students in national and
international surveys on mathematics and science competencies. Andaya states that
performance of pre-service teachers and mathematics teachers in the Professional
Board Examination reveals the same picture of poor competencies. The Third
International Mathematical Science Study (TIMMS, 2000) which examines patterns of
students achievement in mathematics across the globe, found out that the school
effectiveness and teachers competency impact learning and promote higher level of
achievements (http://www.research.acer.edu.au.cgi.viewcontent.cgi). The quality of
instruction and effective instructional design are necessary to resolve problems related
to teaching and learning mathematics as this is a crucial academic need (Dursun &
Dede,2004; Salandanan, 2000).

General Mathematics is one of the core learning areas that is taught for all of the
courses offered in Senior High School (Orale & Sarmiento, 2016).

Southville 5-A National High School is an integrated school of junior high and
senior high school, in which General Mathematics is taken by a population of 243
students enrolled in Grade 11 for A.Y. 2017–2018 as of August 2017. There has been
limited number of teachers employed in government and that has been declining the
teacher-students ratio, as well as demands in the areas. This concerns the adjustment
of the school for attainable education of the students while there are other
circumstances to be considered by the school, particularly facilities, in which classes of
both departments have to shift.

Results of periodical examinations and assessments when compared reveal that

Mathematics subject frequently gets the lowest passers. This is the result of various
factors relating to students: the study habits, personality traits, behavior and their
background, for example. Instructions related factors include teaching methods which
specify the skills, curricular materials and behavior of the teacher while environmental
factors are also regarded.

Looking particularly to the problem, there are determined reasons that are solved
with upgraded curriculum and programs implemented yet schools take this as dire in the
last phase of phase of curriculum. In that way, the study attempts to determine those
factors and formulate an analysis from the views of students with low performance in
the subject of General Mathematics, in which their perception will give more importance
to the issue.

Eventually, they propose that problems in completing the subject are found in the
learner, the teacher, the curriculum and other influences.

The study aims to answer the following objectives.

1. What factors related to individual capacity of student that affects the performance
in General Mathematics in terms of: a.) study habits, b.) personality traits, c.)
behavior, and d.) student background?
2. What instructional factors have been affecting achievement in General Math in
the way of: a.) teaching strategy and b.) instructional materials?
3. What other factors besides individual and instructional factors and that have
significantly been affecting the student in learning mathematics on General
Mathematics?
 4. Is there a significant relationship between students' mathematics performance
and the student-related factors?
5. Is there a significant relationship between the student's mathematics
performance and the instruction-related factors?

The study refers factors from Geary (2013) which are categorized to individual-
related factors, instruction-related factors and influential factors.

Students are first-hand source in which various sub-factors include the habit of
student in learning Mathematics, his personal background, personality and behavior.
There are differences in study habit among students to which teacher has to materialize
to challenge their capabilities to cope with lessons requiring higher thinking skill. A
student could learn by which mean/-s he is most comfortable with or that is/are easy to
learn. But most commonly, students take help from others to help understand and apply
which is found out to be more effective (Richardson, et al., 2014). Students who avoid
written practice to solve the problem cause inadequate reading and studying (Kalhorta,
2013; Simmons, 2002).

Self-interest is attitudal and affective, or very mentally and intuitively impacted, to

student's achievement which initially predicts his mathematics achievement (Ittel &
Lazarides, 2012; Balbalosa, J., LSPU) It can be the factor of most students that tend to
think mathematics is pointless or boring (Gouha Peng, 2002) but Dan Hull (1999) claims
it had improved dramatically account to recent studies, because effective connection
between information and their experiences had helped the students to boost interest
and, eventually, their achievement.

The level of understanding is crucial to adapt the order of thinking required in

particular level of mathematics. Inability to organize ideas, concept, and his analyses,
adversely affects the student's performance (Richardson, et al., 2014) as many students
faceajor problem in simple and basic math, vague understanding the terms used in
multi-step procedures will obstruct the student to get even an answer.Gurgonus (2007)
notes that language development is critically integrated with mathematics development.
Symbolic and lingual developments of the child will likely develop his ability to acquire
Mathematics. He categorized these 'cognitive abilities' for mathematics learning to
memory, language skills and the "ability to mental representation of number and space."
But it takes time to understand the logical relationship among the numbers to appreciate
the structure as a whole idea. (Geary, 2013) Meanwhile, Kolharta (2013) explains,
"syllabus (or synopsis) of mathematics is not according to the mental level of the
students."

Possible problems with real-life connections are affecting student achievement

(Alacaci & Karakoç, 2015), particularly satisfaction in life (Narota, 1998), and socio-
economic status (Lubiensky, as cited by Balbalosa, 2013).

The curriculum and the teacher who interprets with his/her methods and the learning
materials as well, compose the instruction-related factors.

Aquino (2013) states that only after identifying students' area of weakness and levels
of achievements will provide effective teaching. The influence to both self-concept and
interest in mathematics brought by educational setting and, significantly, teaching styles
(Ittel & Lazarides, 2012). Various teaching strategies such as rote memorization
(Richardson et al., 2009) and ineffective differentiated instruction (Balbalosa, 2013, Smit
& Humpert, 2012; Tomlinson, et al., 2003) that have resulted difficulty recognizing math
concepts and generalizations while teachers struggle in using methods where different
approaches are found very useful in student achievement in mathematics (Miyan, 1982,
as cited by Kalhorta, 2013).

Goddard et al. (2010) and Watts-Taffe et al. (2012) claim that effective
differentiation is only acquired by discussion with teachers about its possibilities,
consequences and to students. It should be guided by a theory (Chambert & Powers,
2010; Goodnough, 2010) and teachers have to begin with small (Smith & Humpert,
2012).

Teachers could differentiate the content, process and product for the students to
learn math concepts according to their dominant skills or talent (Tomlinson, 1999).
Balbalosa refers 'differentiation of content' to the change in the material being learned
by students. For example, if a classroom objective for all of students is to subtract using
renaming, some of the students may learn from subtracting two-digit numbers, while
others may learn to subtract large numbers with word problems. 'Differentiation of
process' refers to the way a student accesses the material. One student can explore a
learning center, while many students collect information from the web. 'Differentiation of
product' refers to the application of what he or she has learned. For example, to
demonstrate a geometric concept, one student may solve a problem set, while another
may build a model.

Richardson et al. (2014) state that student are almost confused by works when there
is also a special mathematical meaning. They suggest that mathematics must provide
many opportunities to concept-building, relevant challenging questions, problem-solving,
reasoning and 'connections' within the curriculum and the real-world situations.

Das (2010) argues that the financial and managerial statuses of the school are the
major factors influencing the academic performance particularly in math. However, the
study only covers the correlation of school's performance to academic performance in
mathematics.

Lastly, the student does not encounter problems within the classroom or he himself,
and influences from his environment are, in any way, affects his performance. Heinze
and Aiso (2008) state that development of the student's achievement depends in the
achievement level of classroom. There are particular aspects of instructional quality in
mathematics class such as classroom management, classroom climate and cognitive
activation related to students' abilities (Ittel & Lazarides, 2012).

Other researchers similarly contend, but also they claim that school characteristics
have greater effect than what would be expected upon the students' background
(Wenglinsky, 2001). Most of the recent related studies focused to economic
characteristics or school resources, and these studies are referred as production
function. One of the earliest of these studies was the Equality for Educational
Opportunity Study, which was commonly referred to as the Coleman Report (1966), that
took a sample of elementary and high school students to relate school resources, such
as per-pupil or per-student expenditure, with student achievement. It only found out that
there was no connection between student performance and school resources. Nearly
400 additional production function studies have since been conducted by the end of the
century (Wenglinsky, 2001). Some concluded that these studies only showed no
consistent relationship between school resources and the student achievement,
whereas some claimed that these showed that there was a consistent, significant and
positive relationship (Greenwald, Hudges & Laine, 1996).

Meanwhile, this study is significantly helping to give advice from any results that are
related in enhancing the performance of school in Mathematics, in improving what the
learner needs to enable higher order thinking skills, and in suggesting core values,
principles and strategies in teaching General Math or any mathematical subject to SHS
students, that will eventually help the school administrator, teachers, authors of
curriculum, and, possibly, DepEd. Recommendations and results will also merit further
researchers in related studies.

METHODOLOGY

Descriptive research design is used for the purpose of the study as it describes the
phenomenon and explains characteristics of the sample population (Dudovsky, 2017) of
Grade 11 students in their performance on General Mathematics in their middle term.

The study uses quantitative data, by this way, questionnaire with almost 60
questions in statement form regarding different factors are formulated in survey form.
The researchers divide the questions by three general factors as stated by Geary
(2013), which consists of specified factors that are passed from evaluation of the
Research Adviser and the panel. All questions are specified to consider the common
and most probable reasons in three factors, or the most possible answers if the survey
form is otherwise open-ended. This is due to that close-ended type controls the data
and variety of answers.

Student-respondents would choose one from five degrees of their agreement by

mark, where the respondent would agree through 5–1 scale.
Table 1. Factors Divided in the Survey-Questionnaire

FACTORS DESCRIPTION OF QUESTIONS TOTAL NO.

OF
QUESTIONS
STUDENT- Study Habits 19
RELATED This includes possible unlikely behaviors and
strategies of student in learning math, according to
their level of understanding, interpretation,
memorization, application of prior knowledge,
language, reading, communication, and logic.
Personality Traits 10
This includes cognitive behavior and skills that are
acquired prior by studying with General
Mathematics, which regard to the mental
capabilities of the student.
Behavior 6
The behavioral aspect of students aside from how
the way he learns. This includes self-interest and
view of the student regarding General
Mathematics and the teacher.
Student Background 2
This asks the student about what related events
occurred that have adversely affected the student
in studying General Math.
INSTRUCTION- This includes how the student views the curriculum 17
RELATED being interpreted by the teacher to the learners,
and the strategies of, and, teachers, themselves.
ENVIRONMENTAL This includes influences regarding outside the 5
learning area, such as real-life problems, bullying,
abuse, and pressure from parents and peers.

The sample size is n=148 student-respondents from which the population of

enrolled N=240 is reduced to N=238 with the Slovin’s formula, having 5% as a margin
error; the population was reduced into 63% of the total population. This is due to
"incomplete" students and transferees excluded from the data gathered from General
Mathematics teacher Mrs. Vivian Laolao. The sample is properly allocated in four
sections, namely, Makatao (HUMSS), Maka-Diyos (EIM), Makabansa (ICT-A) and
Makakalikasan (ICT-B).

However, probability sampling technique is used and respondents are otherwise

selected from the top low-performing students in General Mathematics in their midterm
markings by using proportional allocation method where each section has N
respondents allocated from n=148 sample.

Table 2. Sampling Scheme of the Student-respondents

SECTIONS TOTAL POPULATION* SAMPLE

11 - MAKATAO 60 38
11 - MAKA-DIYOS 60 38
11 - MAKAKALIKASAN 59 37
11 - MAKABANSA 55 35
*Note: Excluding transferees/incomplete students.

Student-respondents are commonly fall in “Fairly Satisfactory” in DepEd’s grade

scale.

Table 3. Student-respondents' Grades in General Mathematics for the 1st Quarter

GRADES MALE FEMALE REMARKS TOTAL

90-100 0 0 Outstanding 0
85-89 0 0 Very Satisfactory 0
80-84 13 24 Satisfactory 37
75-79 47 38 Fairly Satisfactory 85
Did not meet
74 - below 21 5 26
expectation
TOTAL 81 67 148

Survey forms are distributed properly in three days in first week, when sections of
Makatao, Makakalikasan and Makabansa are first given whereas Maka-Diyos is
followed by the incoming week. This is due to distances of classrooms. All of the Senior
High school students have almost daily regular classes outside the actual school proper
of SV5-ANHS, which is the nearby stand-alone SHS in Timbao, except only the classes
of Maka-Diyos who are supposed to stay in their own laboratory in the building where
the SHS temporarily is replaced from.
RESULTS

Findings suggest that student-related factors hve been the most affecting factor for
the respondents in their General Mathematics by midterm. In its sub-factor Study Habits,
it has been found out that the students agreed that they "follow how the teacher shows
the exact process of solving with the formulae", "actively participate in group activities",
and "more learned with a partner or by pairs".

Students slightly agreed that they are "more easily learn General Math with other
classmates than the teacher," “taking down notes,” "asking when the right answer is not
clear,", and “reviewing the topics before the periodical exam." They also slightly agreed
that they "review the problems that they have not clearly understood," "usually reviewing
the problems, samples of certain topics," and "practicing it on free time."

In addition to that, they slightly agreed that they are "finishing individual outputs"
and "writing corrections or check remarks on their own wrong answers."

However, memorizing "formulas, process of solving..." and "Mathematical rules or

principles...", and “self-studying” the solutions of sampled problems are some of the
difficulties encountered by the students. “Identifying formulas," "applying Mathematical
rules in exams “and” self-studying the subject" are also students’ difficulties. They also
tend to "leave some questions unanswered".

Based on the overall computation of the weighted mean of 3.25, most of the
students’ answers slightly agreed and it shows that students may have any other ways
of studying.

In Personality Traits, it has been found out that many students slightly agreed that
"they are able to mentally solve with the formulas given in General Mathematics"; that
they "mostly understand the problem in numbers," and "always sure of their answers,”
that they "like tricky problems" and, that they are "actively participating in recitations
especially for Math". The students slightly agreed with the statement that they can
"mentally solve with fundamental operations" while many of them use calculator “often.”
Meanwhile, many of the students feared the recitation that’is why many respond slightly
agreed that they are "afraid when the teacher asks for the right answer." They also
"often forgot the terms, formulas and process of solving the concepts." As a general
result, see to it that students mostly respond slightly agree with the average mean of
2.88 and shows that their personality traits and low performance on General
Mathematics has significant relationship.

In Behavior, it has been found out that majority of student-respondents agreed with
the statement that "they feel comfortable of their teacher for General Mathematics."
Meanwhile, students responded slightly agree toward the subject that "they like it" and
“interested” with it. On the other hand, students strongly disagreed toward the teacher
that she is "often absent during the time of General Mathematics." They also disagreed
with both statements that "they often cheat answers" and that they think General
Mathematics is "boring." With a general weighted mean of 2.68, there is a significant
relationship between their behavior and low performance in General Mathematics.

Whereas, findings suggest that there has been less impact to the performance of
students by his Background.It has been found out that mostly of the students responded
disagree on "something before happened to them, discouraged them to be active in
Math," while many slightly agree that they "have been failed in Math subject/s before." It
goes to show that with the general weighted mean of 2.54, there is no significant
relationship between the student background and their low performance in General
Mathematics.

Meanwhile, the sub-factor Instruction-related Factors has been found out that
majority of the student-respondents agreed with the statements that the "teacher
repeats the solution when others and them do not clearly understand the problems in
General Mathematics," "teacher’s strategies are effective," "teacher clearly discusses
the terms and concepts some of them in the class are not familiar with," and, that the
examples provided by the teacher are "clear for them in discussing a concept." While,
students slightly agreed that the teacher "sometimes give assignments to be studied at
home but she would not teach it in the following day" as well as that "she calls them
most of the recitations.".
 An average weighted mean of 3.04 indicates that student-respondents, overall,
slightly agree that instructional factors have been affecting their low performance in
General Mathematics.

Lastly, the sub-factor Environmental Factors has been found out that many student-
respondents agreed with the statement that "their parents are looking forward to their
grades" and at the same time they almost slightly agree that "Mathematics is one of the
subjects that their parents consult them." Most of them slightly agree with the statement
that they are "usually busy with some works with other subjects so they do not focus
what is being discussed."

Meanwhile, majority of the student-respondents disagree that having low

performance in the subject has something with the "influence of others with similarly low
achievement in Mathematics" but, additionally, most of them slightly agree that "there is
anyone has something to do with or caused my low performance." Conclusively, there is
nothing on the statements that could have proven that there is strong significance in the
relationship between the student's low achievement in Math and other influential factors,
gaining a wm=2.88 or that they slightly agree with the environmental factors as one of
the factors.

DISCUSSION

The researchers found out that among the student-related factors, study habits
affected most the performance in General Mathematics. There are findings that show,
there is the learning preference of the students, for the subject that gives them the
hardest and critical problems that they would have to apply the concept in its
appropriate solution. It is the common notion to math that it is to critically solve problems,
which become the general concept of all that are believed to be math. This is common
perception for the student-respondents.
 There have been issue for the student to apply the concepts of General
Mathematics that are related with their personality, which includes word comprehension,
memory, application of knowledge, and level of understanding.

Problems are best understood by figures and students have their problematic
English comprehension (as the primary medium of language) too much late for their age
of transiting to the field of work and profession. This proves what Geary (2013) says that
it's easy to appreciate the numbers and yet not the logical relationship among the
numbers. Math is strictly taught in English on Senior High School students, and the fact
that they are not proficient enough opens the problem of the student in language that is
critical in their development (Gurgonus, 2007)

The researchers agree with Richardson, et al (2014) in "rote memorization" that

can affect their achievement. However, the study is limited only to the formulas, terms,
rules and principles and identifying the concept and this does not extend to the teaching
strategy. There has been problem in student's mental capacity in understanding the
logical meaning behind the structure of numbers, and students also were found out that
this is strong factor.

Moreover, students would tend to perceive the subject as too difficult and advanced.
They often forgot the basic concepts and some are still suffering to apply the
fundamental math. The curricular materials that could provide the strategic teaching
method is not viewed as how it is supposed to use for understanding the general math
used above all kind in the secondary. It is the student's attitude toward the subject that
is problematic Any teaching strategies that are fixed to be easy will only become from
what supposed to be learnable to an unlearnable.

Students learn more with the help of other person, specifically their classmates.
The researchers agree with Richardson, et al (2014) that students work best with pairs.
There could be strategic learning techniques from the teacher that are not effective for
individual differences like the behavior and their attitude toward the subject and perhaps
also toward the teacher. It also corresponds to Aquino (2013) that study skills are
"effective," only after identifying students' area of weakness and levels of achievements.
There is a large part of students’ learning ability that comes from teaching strategies
(Ittel & Lazarides, 2012).

Ironically, students were found out "interested" in solving Math problems but they
fear of presenting their solutions in discussions, and for some reasons, the teacher calls
the student most in the class which could have given him the pressure. While this would
disregards the theory of Ittel & Lazarides (2012), the "interest" meant in the study is
limited to solving tricky problems that the students encountered in General Math.
"Interest" has been also found out that has significant relationship with the achievement
of student. Therefore, the researchers conclude that interest that is referred to positive
attitude toward General Mathematics reasonably causes the student whether to be
active or to stay silent and be inactive.

Findings do not agree with Narota (1998) in which the researchers have found out
that the significant relationship of student's background with the achievement in
Mathematics is not sufficient. Students disagreed with the statement that corresponds
with Alacaci & Karakoç (2015) which possible problems with real-life connections affect
the student achievement. However, other influences have not affected their
achievement, hence it ignores Heinze and Aiso (2008) that the development of student's
achievement is dependent to the achievement level that the classroom has. This is
perhaps due to limited possibility of factors asked in the survey-questionnaire, only
focusing to two questions. The influence being referred here is only limited to those
person/s that might have affected the achievement of the student, and also referred to
some notable distractions.

There has been a major problem in the student's learning strategy to cope with the
curriculum for the subject, especially in terms of notable behaviors that are usual for
those who achieved low performance. General Mathematics is the ultimate session for
students where they are supposed to apply the basic knowledge and fundamental math
that have already taught. The institution and author behind the curriculum might as well
have not considered the attitude of the first batch of K-12. Furthermore, the teacher may
have not effectively engaged them in peer-based learning strategy that could have
helped in teaching even the most advanced and critical concepts for them.
The researchers also believe that more learnable and engaging strategies were not
achieved in the class.
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